Bonnie and Global Developmental Delay
The Australian school system has become very accustomed to providing inclusive education over the last two decades. According to the Australian Bureau of Statistics (ABS) around 7% or 288, 300 Australian children aged between 0 and 14 years old have some level of disability (Australian Institute of Health and Welfare (AIWH, 2012). The most common form of disability being intellectual; with a reported 161,000 children, an estimated 3.9%, recorded in the 2009 ABS Survey of Disability, Ageing, and Carers (AIHW, 2012). The intellectual disability that is the focus of this case study is Global Developmental Delay in a girl named Bonnie who is five years old. It is important to note that children with GDD are …show more content…
Foreman and Kelly (2014) outlines that children with disabilities have not been directly considered in the Australian curriculum documentation. Although, the Australian Curriculum Assessment and Reporting Authority [ACARA] explains their commitment to ensuring that student diversity is upheld in Australian schools. The Australian Curriculum states that students with any kind of disability are “entitled to rigorous, relevant and engaging learning opportunities drawn from age equivalent Australian Curriculum content on the same basis as students without disability” (ACARA, 2016). Therefore teachers and schools need to appropriately adapt and accommodate the classroom curriculum to the needs of the child so that they can actively participate rather than just experience school (Foreman & Kelly, 2014). The Salamanca statement also proclaims that “every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning”, therefore it is the role of Bonnies teacher to provide her with learning opportunities that will help her progress cognitively, even if she only progresses slightly over the duration of her schooling year. The challenges a child like Bonnie has in the classroom revolve around her physical movement and cognitive learning. Bonnie is a small statured child, this directly affects her …show more content…
(2006). The Role of the Home Literacy Environment in the Development of Early literacy skills and School Readiness in Kindergarten Children from Low Socioeconomic and Minority Families. Page 27 – 29. Retrieved from http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3615&context=etd
The Salamanca Statement (1994) The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education, Salamanca, Spain, UNESCO. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF.
Szumski, G. and Karwowski, M. (2012). School Achievement of Children with Intellectual Disability: The Role of Socioeconomic Status, Placement and Parent Engagement. Retrieved from http://www.sciencedirect.com.dbgw.lis.curtin.edu.au/science/article/pii/S0891422212000923
Tirosh, E. and Jaffe, M. (2011), Global Developmental Delay and Mental Retardation—A Pediatric Perspective. Vol 17: 85–92. Retrieved from http://onlinelibrary.wiley.com.dbgw.lis.curtin.edu.au/doi/10.1002/ddrr.1103/abstract
Riou, E. M., Ghosh, S., Francoeur, E. and Shevell, M. I., (2009). Global developmental delay and its relationship to cognitive skills. Developmental Medicine & Child Neurology, 51: 600–606. Retrieved from
The Australian school system has become very accustomed to providing inclusive education over the last two decades. According to the Australian Bureau of Statistics (ABS) around 7% or 288, 300 Australian children aged between 0 and 14 years old have some level of disability (Australian Institute of Health and Welfare (AIWH, 2012). The most common form of disability being intellectual; with a reported 161,000 children, an estimated 3.9%, recorded in the 2009 ABS Survey of Disability, Ageing, and Carers (AIHW, 2012). The intellectual disability that is the focus of this case study is Global Developmental Delay in a girl named Bonnie who is five years old. It is important to note that children with GDD are …show more content…
Foreman and Kelly (2014) outlines that children with disabilities have not been directly considered in the Australian curriculum documentation. Although, the Australian Curriculum Assessment and Reporting Authority [ACARA] explains their commitment to ensuring that student diversity is upheld in Australian schools. The Australian Curriculum states that students with any kind of disability are “entitled to rigorous, relevant and engaging learning opportunities drawn from age equivalent Australian Curriculum content on the same basis as students without disability” (ACARA, 2016). Therefore teachers and schools need to appropriately adapt and accommodate the classroom curriculum to the needs of the child so that they can actively participate rather than just experience school (Foreman & Kelly, 2014). The Salamanca statement also proclaims that “every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning”, therefore it is the role of Bonnies teacher to provide her with learning opportunities that will help her progress cognitively, even if she only progresses slightly over the duration of her schooling year. The challenges a child like Bonnie has in the classroom revolve around her physical movement and cognitive learning. Bonnie is a small statured child, this directly affects her …show more content…
(2006). The Role of the Home Literacy Environment in the Development of Early literacy skills and School Readiness in Kindergarten Children from Low Socioeconomic and Minority Families. Page 27 – 29. Retrieved from http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3615&context=etd
The Salamanca Statement (1994) The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education, Salamanca, Spain, UNESCO. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF.
Szumski, G. and Karwowski, M. (2012). School Achievement of Children with Intellectual Disability: The Role of Socioeconomic Status, Placement and Parent Engagement. Retrieved from http://www.sciencedirect.com.dbgw.lis.curtin.edu.au/science/article/pii/S0891422212000923
Tirosh, E. and Jaffe, M. (2011), Global Developmental Delay and Mental Retardation—A Pediatric Perspective. Vol 17: 85–92. Retrieved from http://onlinelibrary.wiley.com.dbgw.lis.curtin.edu.au/doi/10.1002/ddrr.1103/abstract
Riou, E. M., Ghosh, S., Francoeur, E. and Shevell, M. I., (2009). Global developmental delay and its relationship to cognitive skills. Developmental Medicine & Child Neurology, 51: 600–606. Retrieved from